Churton School

School Context

Churton School, located on the outskirts of Whanganui, has students in Years 1 to 6. At the time of this review, 30% of the 144 children attending identified as Māori. Over the past two years three new teachers have been appointed.

The school’s vision articulates expectations for students to be active learners, making choices about and setting goals for their own learning. The values of Respect/Manakitanga, Resilience/Aumangea, and Relationships/Whanaugatanga are prominently displayed around the school and unpacked for children in their classrooms. Teachers aim to support children to become positive, self-managing problem solvers who are inclusive of others and care for themselves and the environment.

Schoolwide targets for 2018 focus on accelerating the progress and achievement of identified students across the school, with a particular focus on a group of Māori learners.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

• achievement in reading, writing and mathematics
• wellbeing.

Ongoing professional learning and development (PLD) has been undertaken to support staff to evaluate their teaching practices and to deepen their understandings of the craft of teaching. A particular focus in 2018 is writing. Since early 2017, staff have had PLD in Positive Behaviour for Learning. The school continues to be part of the Mathematics Support Teacher initiative that targets student who are well below expectations in mathematics. 

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

End of year data for 2017 showed that most students achieve at or above expectations in reading. The large majority were at or above expectations in writing and mathematics. Significant disparity exists for Māori students in literacy.

By the end of Year 6 nearly all students reach curriculum expectations in reading, most in writing and the large majority in mathematics.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

In 2018, achievement data shows that some students have made accelerated progress towards meeting end-of-year expectations. Those students whose learning needs acceleration are well known to leaders and teachers.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

Useful systems and processes help the focus on accelerating learning for identified students. Co‑operative practices are used to proactively respond to the individual needs of students. Leaders and teachers know students well, especially those who are priority learners.

The school’s development focus and priorities are effectively enacted in the curriculum. Shared values and the key competencies are woven into lessons. Students’ wellbeing, sense of belonging and participation in their learning are effectively promoted. High expectations for positive behaviour and student self-management contribute to their engagement.

Teachers are highly reflective practitioners and demonstrate collective responsibility for all learners. They share and use a range of effective strategies and deliberate actions to engage students in purposeful learning within positive learning environments. An inquiry framework supports their increased understanding and use of evaluation.

Capability-building strategies, focused on effective approaches to teaching, positively impact on practice. Coherence across a wide range of processes enables teachers to collaborate to benefit children’s learning. 

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

The school is continuing to develop its effectiveness in responding to students whose learning needs acceleration. It is timely to review and evaluate the impact of schoolwide initiatives and approaches to teaching and learning, to determine how effectively these support and make a difference to students’ learning and wellbeing.

Continuing to strengthen learning partnerships with all parents and families is a key next step. The school has identified, and ERO’s evaluation confirms, that it is important to continue to build on the connections made with marae and iwi. Incorporating Tātaiako: Cultural Competencies for Teachers of Māori Learners into school guidelines and practices is a next step. This should assist enhancement of culturally responsive teaching and has the potential to help continue to reduce disparity for Māori learners.

3 Board assurance on legal requirements

Before the review, the board and principal of the school completed the ERO board assurance statement and self-audit checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to the following:

• board administration
• curriculum
• management of health, safety and welfare
• personnel management
• finance
• asset management.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

• emotional safety of students (including prevention of bullying and sexual harassment)
• physical safety of students
• teacher registration and certification
• processes for appointing staff
• stand down, suspension, expulsion and exclusion of students
• attendance
• school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

Actions for compliance

ERO identified non-compliances in relation to the health curriculum and annual reporting.

In order to address this, the board of trustees must:

1. comply with the requirement to consult with the school community about the delivery of the health curriculum, at least once every two years 
   [Section 60B Education Act 1989]
   

Areas for improved compliance practice

Aspects of practice, policy and procedure need attention.

To improve current practice, the board of trustees must ensure:

• that identities are thoroughly checked as part of the appointment process.

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

• teacher reflection, inquiry and collaboration that carefully considers effective, responsive teaching practice
• regular, scheduled professional discussion that focuses on outcomes for priority learners.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

• deepening understandings of evaluation to determine the significance of initiatives and actions on improved outcomes for students, and to support better decision-making.

ERO’s next external evaluation process and timing

ERO is likely to carry out the next external evaluation in three years.

Alan Wynyard
Director Review and Improvement Services Central

Te Tai Pokapū - Central Region

11 October 2018

About the school